El impacto de la reflexión en el desarrollo profesional de los futuros maestros de preescolar

Autores/as

DOI:

https://doi.org/10.17162/au.v12i2.1034

Palabras clave:

Desarrollo profesional, reflexión profesional, reflexión pedagógica, educación preescolar, formación docente.

Resumen

El objetivo del presente estudio es establecer el impacto de la reflexión en el desarrollo de los futuros maestros de preescolar. El estudio involucró los siguientes métodos: prueba para determinar el nivel del componente cognitivo de la reflectividad; prueba de autodiagnóstico de habilidades reflexivas; prueba para determinar el nivel de pensamiento reflexivo; método de encuesta, método de entrevista, prueba de chi-cuadrado, factor de combinación de características. El estudio involucró a 60 encuestados. Participaron en la investigación estudiantes de 3-4 cursos de la especialidad “Educación preescolar y pedagogía correccional” de la Universidad de Kiev que lleva el nombre de Borys Hrinchenko. El estudio mostró que con la creación de condiciones pedagógicas adecuadas es posible lograr dinámicas positivas en el desarrollo de competencias profesionales en los futuros docentes de preescolar. La investigación adicional debe tener como objetivo estudiar la reflexión profesional en estudiantes de otros campos de formación, así como en profesores de diferentes niveles.

Descargas

Los datos de descargas todavía no están disponibles.

Citas

Amirova, A., Jeksembekova, M. I., Taubayeva, G. Z., Zhundibayeva, T. N., & Uaidullakyzy, E. (2020). Creative and research competence as a factor of professional training of future teachers: Perspective of learning technology. World Journal on Educational Technology: Current Issues, 12 (4), 278-289. https://doi.org/10.18844/wjet.v12i4.5181

Biesta, G. J. J. (2006). Beyond learning: Democratic education for a human future. London, UK: Routledge. https://doi.org/10.4324/9781315635811

Bodnar, S., Mirkovich, I., & Koval, V. (2019). Human capital development in Ukrainian education system by means of language integrated teaching. Dilemas Contemporaneoseducacion Politica y Valores, 7 (SI), 14. https://ees-journal.com/index.php/journal/article/view/133

Borychenko, K., Hudz, A., Koval, V., Golubkova, I., & Mazur, A. (2019). European standards for social protection of internally displaced persons. Dilemas Contemporaneos-Educacion Politica y Valores, 7 (SI), 88. https://www.periodicojs.com.br/index.php/gei/article/view/43

Chupakhina, S. (2020). Pedagogical conditions for training future teachers to design electronic and educational resources in the inclusive primary school environment. Sciences of Europe, 48-4 (48), 49-55. https://cyberleninka.ru/article/n/pedagogical-conditions-for-training-future-teachers-to-design-electronic-and-educational-resources-in-the-inclusive-primary-school

Franken, B., Yates, J., Russell, C., & Marsick, V. (2018). Dominant actor and reflection within learning paths. Journal of Workplace Learning, 30 (5), 364-376. https://doi.org/10.1108/JWL-01-2018-0022

Frumkina, A. L. (2019). The essence of the concept of future teachers’ readiness for integrated teaching a major subject and a foreign language to the primary school students. Innovative Pedagogy, 16 (2), 74-78. https://doi.org/10.32843/2663-6085-2019-16-2-15

García-Carmona, A. (2020). From inquiry-based science education to the approach based on scientific practices. Science & Education 29 (2), 443-463. https://doi.org/10.1007/s11191-020-00108-8

Garzón Artacho, E., Martínez, T. S., Ortega Martín, J. L., Marín Marín, J. A., & Gómez García, G. (2020). Teacher training in lifelong learning — the importance of digital competence in the encouragement of teaching innovation. Sustainability, 12 (7), 2852. https://doi.org/10.3390/su12072852

Huang-Yao, H., Pei-Yi, L., Ching, S. C., Guo-Tsai, H., & Yibing, Z. (2019). Fostering design-oriented collective reflection among preservice teachers through principle-based knowledge building activities. Computers & Education, 130, 105-120. https://doi.org/10.1016/j.compedu.2018.12.001

Johnson, M., & Coleman, V. (2021). Out of their heads: using concept maps to elicit teacher-examiners’ assessment knowledge. International Journal of Research & Method in Education, 44 (3), 257-272. https://doi.org/10.1080/1743727X.2020.1804542

Koval, V., Polyezhayev, Y., & Bezkhlibna, A. (2018). Communicative competences in enhancing of regional competitiveness in the labour market. Baltic Journal of Economic Studies, 4 (5), 105-113. https://doi.org/10.30525/2256-0742/2018-4-5-105-113

Holubnycha, L., & Besarab, T. (2021). General scientific basics of pedagogical history researches. Educational Challenges, 26 (1), 41-50. https://doi.org/10.34142/2709-7986.2021.26.1.04

Černak, R. Š., & Beljanski, M. (2021). Pedagogical-psychological subjects in teacher education faculties in Serbia: a proposal of the core curriculum. International Journal of Instruction, 14 (3), 929-944. https://doi.org/10.29333/iji.2021.14354a

Miller, K., & Shifflet, R. (2016). How memories of school inform preservice teachers’ feared and desired selves as teachers. Teaching and Teacher Education, 53, 20-29. https://doi.org/10.1016/j.tate.2015.10.002

Norkuzieva, M. A. (2021). Pedagogical and psychological aspects of professional sustainability of future teachers. International Journal on Orange Technologies, 3 (4), 153-156. https://media.neliti.com/media/publications/344346-pedagogical-and-psychological-aspects-of-1f33c9b1.pdf

Roche, J., Cullen, R. J., & Ball, S. L. (2016). The educational opportunity of a modern science show. The International Journal of Science in Society, 8 (3), 21-30. https://doi.org/10.18848/1836-6236/CGP/v08i03/21-30

Sáez-López, J. M., del Olmo-Muñoz, J., González-Calero, J. A., & Cózar-Gutiérrez, R. (2020). Exploring the effect of training in visual block programming for preservice teachers. Multimodal Technologies and Interaction, 4 (3), 65. https://doi.org/1010.3390/mti4030065

Sebalo, L., & Teslenko, T. (2020). Future teacher training for self- education activity in physical education at elementary school. Revista Romaneasca pentru Educatie Multidimensionala, 12 (1), 105-119. https://doi.org/10.18662/rrem/202

Sezen-Barrie, A., & Marbach-Ad, G. (2021). Cultural-historical analysis of feedback from experts to novice science teachers on climate change lessons. International Journal of Science Education, 43 (4), 497-528. https://doi.org/10.1080/09500693.2020.1870759

Tilavova, M. M., Husenova, A. S., & Hakimova, N. S. (2020). The system of development of professional competence in future primary school teachers. Journal of Critical Reviews, 7 (17), 4012-4017. https://doi.org/10.31838/jcr.07.13.635

Uzunboylu, H., & Tugun, V. (2016). Validity and reliability of tablet supported education attitude and usability scale. Journal of Universal Computer Science, 22 (1), 82-93. https://www.academia.edu/25144393/Validity_and_Reliability_of_Tablet_Supported_Education_Attitude_and_Usability_Scale

Uzunboylu, H., Baglama, B., Ozer, N., Kucuktamer, T., & Kuimova, M. V. (2017). Opinions of school counselors about bullying in Turkish high schools. Social Behavior and Personality, 45 (6), 1043-1055. https://doi.org/10.2224/sbp.6632

Vanichvatana, S. (2020). Who uses home as informal learning spaces: A Bangkok private university case study. World Journal on Educational Technology: Current Issues, 12 (1), 37-47. https://doi.org/10.18844/wjet.v12i1.4416

Vidnere, G., Celma-Zida, D., & Lusena-Ezera, I. (2017). Development of the idea of an innovative school in Latvia (case study). Contemporary Educational Researches Journal, 7 (2), 81-87. https://doi.org/10.18844/cerj.v7i2.921

Wain, A. (2017). Learning through reflection. British Journal of Midwifery, 25 (10). https://doi.org/10.12968/bjom.2017.25.10.662

Yakubu, M., DanAzumi, H., Bulama, M., & Hassan, A. (2019). Intrusion tolerance model against higher institution database. Global Journal of Information Technology: Emerging Technologies, 9 (1), 20-28. https://doi.org/10.18844/gjit.v9i1.4060

Zaw, P. P. T., McNeil, E., O., K., Liabsuetrakul, T., & Htay, T. T. (2021). Abstinence-only or comprehensive sex education at Myanmar schools: Preferences and knowledge among students, teachers, parents and policy makers. Sex Education, 21 (1), 75-90. https://doi.org/10.1080/14681811.2020.1749043

Zhelanova, V. V. (2017). Taxonomy of types of professional reflection of a teacher: interdisciplinary context. Pedagogical Education: Theory and Practice: Psychology, Pedagogy, 27, 9-14. https://doi.org/10.1007/s11165–015–9494–6.

Zhumabayeva, E., Kdyrbaeva, A. A., Nurzhanova, S. A., Stambekova, S., & Uaidullakyzy, E. (2020). Implementing polylingual space into the process of training future primary school teachers. Tejuelo, 31, 307-324. https://doi.org/10.17398/1988-8430.31.307

Descargas

Publicado

2022-01-31

Cómo citar

O. Atroshchenko, T., V. Ivanova, V. ., M. Popovych, O. ., S. Bobyrieva, O. ., & Y. Kovrei, D. . (2022). El impacto de la reflexión en el desarrollo profesional de los futuros maestros de preescolar. Apuntes Universitarios, 12(2), 76–96. https://doi.org/10.17162/au.v12i2.1034